Teachers' Self-Directed Online Learning Strategies and Experiences: A Longitudinal Study

Y

26

Independent Study; Protocol Analysis; Learning Experience; Elementary School Teachers; Learning Strategies; Teacher Attitudes; Informal Education; Computer Software; Literacy; Longitudinal Studies; Videoconferencing; Foreign Countries; Metacognition; Self Efficacy

2472-5749
2472-5730

This study examines the strategies used by teachers during a series of self-directed online learning (SDOL) experiences. Over a period of four months, the authors met with 12 practicing elementary teachers three separate times. During the meetings, the teacher participants informally used the internet for their professional learning in literacy. Their online navigations were captured using screen-recording software. Immediately following their navigations, a virtual revisit think aloud was conducted where participants verbalized their thoughts aloud while viewing a screen-recording of their navigation. Semi-structured interviews with each participant were conducted following the three meetings. Data were analyzed both qualitatively and quantitatively. Findings relate to the cognitive and behavioral strategies in which participants engaged during their SDOL experiences.

As Provided

2023

EJ1374800